Influence of parental involvement on learners’ academic achievement in primary schools in Kaberamaido district, Uganda

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dc.contributor.authorTagiri, Ayikoru Harriet
dc.date.accessioned2026-01-22T08:33:58Z
dc.date.available2026-01-22T08:33:58Z
dc.date.issued2025-10-24
dc.descriptionA dissertation submitted to the faculty of education in partial fulfillment of the requirements for the award of degree of master of education in education planning and management of Muni University.
dc.description.abstractThis study examined the influence of parental involvement on learners’ academic achievement in primary schools, addressing concerns about declining academic performance. Guided by Epstein’s and Bronfenbrenner’s theories, the research examined four dimensions of parental involvement: provision of scholastic materials, monitoring of learning, participation in school activities, and involvement in learners’ discipline. A cross-sectional survey design using a mixed-methods approach was employed. The study involved a sample of 103 participants selected from schools within a Sub- County, stratified based on similar characteristics. Purposive sampling was used to choose headteachers and PTA chairpersons, and random sampling targeted teachers, parents, and learners. Data was collected through questionnaires, interviews, and discussions. Quantitative were analyzed using descriptive statistics (frequencies and percentages), Pearson correlation, and ANOVA, while qualitative data were thematically analyzed. The findings revealed moderate positive correlations between academic achievement and provision of scholastic materials (r = 0.517), parental monitoring (r = 0.447), school activity participation (r = 0.539), and discipline (r = 0.416). ANOVA results identified parental participation in school activities β = 0.315, p = 0.010 and provision of scholastic materials (β = 0.271, p = 0.016) as significant predictors of achievement. Multiple regression showed parental involvement accounted for 37.4% of the variance in academic achievement, Adjusted R² = 0.374. The study concluded that active parental involvement, especially in school activities and scholastic support, significantly enhances academic outcomes. It recommends strengthening these areas and improving monitoring and discipline through guidance and counselling. The study contributes to education policy by highlighting key areas of parental engagement that drive academic success.
dc.identifier.citationTagiri, A. H. (2025). Influence of parental involvement on learners’ academic achievement in primary schools in Kaberamaido district, Uganda (unpublished graduate dissertation). Muni University, Arua, Uganda.
dc.identifier.urihttps://dir.muni.ac.ug/handle/20.500.12260/866
dc.language.isoen
dc.publisherMuni University
dc.subjectParental involvement
dc.subjectAcademic achievement
dc.subjectPrimary schools
dc.subjectKaberamaido district
dc.subjectUganda
dc.titleInfluence of parental involvement on learners’ academic achievement in primary schools in Kaberamaido district, Uganda

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